An Invitation from the Guidepost     

Patrick J. McDonough 《Counselor Education & Supervision》1970,9(2):136-136

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Spiritual Formation Within Christian Higher Education     

Patrick Otto 《Christian Higher Education》2016,15(5):252-262

The Christian university has a distinct responsibility to provide an environment devoted to the spiritual formation of students. Spiritual formation is not to be viewed as the only important goal of the university, thereby sacrificing intellectual or relational development, but rather spiritual formation is the aggregate “product” of the Christian college. It is a culminating attribute produced holistically from the collection of experiences gained while attending the Christian college. Christian higher education has distinct advantages in its history of spiritual formation while also facing significant challenges. Yet as the Christian colleges are true to their calling, there are few institutions better positioned to examine the spiritual formation of their students. This article reviews various aspects of this spiritual formation.  相似文献   

A computer-assisted instruction program for exercises on finding axioms     

Adele Goldberg  Patrick Suppes 《Educational Studies in Mathematics》1972,4(4):429-449

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Neutrality and impartiality in RE: an impossible aim?     

Leni Franken  Patrick Loobuyck 《British Journal of Religious Education》2017,39(1):1-6

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Meaning in life and school guidance programs: Adolescents’ voices from Hong Kong     

Yuen  Mantak  Chung  Y. B.  Lee  Queenie A. Y.  Lau  Patrick S. Y.  Chan  Raymond M. C.  Gysbers  Norman C.  Shea  Peter M. K. 《International Journal for Educational and Vocational Guidance》2020,20(3):653-676

International Journal for Educational and Vocational Guidance - This study provides insights into how Chinese adolescents in Hong Kong interpret the concept of “meaning in life.” Data...  相似文献   

Strategic aspects of children’s numerosity judgement     

Koen Luwel  Lieven Verschaffel  Patrick Onghena  Erik De Corte 《European Journal of Psychology of Education - EJPE》2001,16(2):233-255

A previous study (Luwel, Verschaffel, Onghena, & De Corte, 2000) revealed that 2^nd and 6^th graders use at least 3 different kinds of strategies for determining different numerosities of blocks presented in square grids: (a) an addition strategy by means of which (groups of) blocks are counted (and added), (b) a subtraction strategy in which the number of empty squares is subtracted from the total number of blocks in the grid (i.e. the anchor), and (c) an estimation strategy, whereby the number of blocks is determined in a quick but imprecise way. Although 6^th as well as 2^nd graders used the clever subtraction strategy, the majority of 2^nd graders had serious trouble with the correct determination of the anchor, resulting in huge numerosity judgement errors. Since this finding seriously complicated the testing of a number of hypotheses in that study, we replicated the above study but presented the children information about the grid size. This manipulation led to a substantial increase in the proportion of appropriate subtraction strategy users and made it possible to investigate the effect of several subject and task variables on the frequency, accuracy, and adaptiveness with which the different strategies were applied. Results are discussed in terms of the conceptual framework of Lemaire and Siegler (1995) regarding strategic change.  相似文献   

Influences affecting the development of students' critical thinking skills   总被引：7，自引：2，他引：7  

Patrick T. Terenzini  Leonard Springer  Ernest T. Pascarella  Amaury Nora 《Research in higher education》1995,36(1):23-39

This study estimates the relative and unique effects on changes in critical thinking of three dimensions of students' college experience: curricular exposure, formal classroom and instructional experiences, and out-of-class experiences. Students' classroom/instructional and out-of-class experiences both make positive, statistically significant, and unique contributions to gains in critical thinking above and beyond students' precollege characteristics and level of critical thinking. Theoreticians have long speculated that students' academic and nonacademic experiences jointly influence change, and this study supports that belief. The design and instruments in this study may be of interest to persons involved in assessment or the study of college impact.Paper presented at the meeting of the Association for Institutional Research, New Orleans, LA, May 1993.The National Center on Postsecondary Teaching, Learning, and Assessment is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred.  相似文献   

The origins and aims of Epistemics     

G. Patrick Meredith 《Instructional Science》1972,1(1):09-29

This is the first of two articles describing the nature and historical development of the author's work on Epistemics. The author originally conceived Epistemics as the science of the structure and transmission of human knowledge, but this conception was later elaborated to enable separate emphasis to be given to the human and instrumental aspects of knowledge transmission. Part I of the paper relates the concerns of Epistemics to Instructional Science. Part II of the paper relates Epistemics to insight deriving from the Brain Sciences.  相似文献   

传统数学评价之"缺憾"——以一个租船问题为例     

黄毅英  林智中  黄家鸣  罗浩源  孙旭花 《数学教育学报》2006,15(3):8-15

传统评价未能正确地反映数学的本质，传统的数学评价系统希望贴近常模分布．传统的数学评价是“片段”和“缩水”的评价．评价的标准间接规定了学生的问题解决模式，被评价的指标体系影响了学习的发生方式，评价的标准也不断加剧僵化数学观的塑造．数学开放题为思维方式和过程提供了更多空间．开放题的质化评价弥补了传统的数学评价存在的某些缺陷，但这种评价与传统评价相比，确实耗费更多时间．利用开放题的质化评价是未来数学评价的方向．  相似文献   

Datebook     

Lynne Schrum  Lyndsie M. Galizio  Mary C. English  Patrick Ledesma 《TechTrends》2004,49(1):79-68

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